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Dr Mostafa Nazari

Dr Mostafa Nazari

Postdoctoral Fellow

Research Overview

Since 2017, my research has consistently focused on language teachers and their professional lives. I have conducted research on different dimensions of second language teacher education, including teacher cognition, teacher identities, teacher emotion, and action research. Across this path of identity learning, I have always been keen on exploring how teachers understand the world and how I can communicate those views as doors into contributing to their and my own professional growth.

Education and Academic Qualifications

  • BA in TEFL, University of Mohaghegh Ardebili, Ardebil, Iran
  • MA in TEFL, Kharazmi University, Tehran, Iran
  • PhD in Applied Linguistics, Kharazmi University, Tehran, Iran

Academic and Professional Experience

  • English language teacher and supervisor at Iranian National Language Institution (2013-2018)
  • Lecturer at Kharazmi University (2018-2022)
  • Lecturer at Islamic Azad University (2022-2023)

Teaching Areas

  • Research methodology

Research Interests

  • Language teacher identities
  • Language teacher emotion
  • Action research
  • Teacher cognition
  • Technology and teacher education

Research Output

  1. Karimi, M. N., & Nazari, M. (2017). The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education42(2), 62-80. Australian Journal of Teacher Education, 42(2), 62-80.
  2. Karimi, M. N., & Nazari, M. (2019). L2 teachers’ representations of classroom management events: Variations across experience levels. Iranian Journal of Applied Linguistics (IJAL)22(1), 27-72.
  3. Nazari, M. (2019). Learner-centered pedagogy: A double-edged sword. Relay Journal2, 359-373.
  4. Nazari, M., & Xodabande, I. (2020). Mobile-assisted language teaching: The lion’s share.
  5. Fallah, N., & Nazari, M. (2019). L2 teachers’ beliefs about corrective feedback: The mediating role of experience. English Teaching & Learning43(2), 147-164.
  6. Nazari, M. (2020). The impact of teacher education on L2 teachers’ cognitions and pedagogy of metacognitive Listening Instruction. International Journal of Listening34(1), 34-53.
  7. Nazari, M. (2020). Language for specific purposes teacher education: A scoping review. MEXTESOL Journal44(4), 1-16.
  8. Nazari, M., & Molana, K. (2020). “If I go back, I would never tell the manager that I am stressed out”: Novice TESOL Teacher Identity Development. The Journal of AsiaTEFL17(4), 1488-1496.
  9. Karimi, M. N., & Nazari, M. (2021). Examining L2 teachers’ critical incidents: A complexity theoretic perspective. Innovation in Language Learning and Teaching15(1), 81-98.
  10. Babaii, E., Molana, K., & Nazari, M. (2021). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching15(5), 442-457.
  11. Nazari, M., & Tilaki, M. J. (2021). "We are in more interaction with students’ identity than with their physique": L2 teachers' understanding of learner identity. MEXTESOL Journal45(1), 1-15.
  12. Nazari, M., Miri, M. A., & Golzar, J. (2021). Challenges of second language teachers’ professional identity construction: Voices from Afghanistan. TESOL Journal12(3), 1-18.
  13. Nazari, M., & Alizadeh Oghyanous, P. (2021). Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study. Cogent Education8(1), 1-15.
  14. Karimi, M. N., & Nazari, M. (2021). Growth in language teachers’ understanding of differentiated instruction: A sociocultural theory perspective. Journal of Education for Teaching47(3), 322-336.
  15. Nazari, M., & Xodabande, I. (2021). Discursive change in second language teachers’ online interactions: A microgenetic analysis. Iranian Journal of Language Teaching Research9(3 (Special Issue)), 63-76.
  16. Mansouri, B., Molana, K., & Nazari, M. (2021). The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies. System103, 102674.
  17. Nazari, M. (2022). Plan, act, observe, reflect, identity: exploring teacher identity construction across the stages of action research. RELC Journal53(3), 672-685.
  18. Nazari, M., & Xodabande, I. (2022). L2 teachers’ mobile-related beliefs and practices: Contributions of a professional development initiative. Computer Assisted Language Learning35(7), 1354-1383.
  19. Nazari, M., & De Costa, P. I. (2022). Contributions of a professional development course to language teacher identity development: Critical incidents in focus. Journal of Teacher Education73(4), 366-380.
  20. Nazari, M., & Hashemi, M. R. (2022). From ‘they’ to ‘Faezeh’: An action research study of a co-educational language class. Educational Action Research30(5), 791-809.
  21. Xodabande, I., & Nazari, M. (2022). Impacts of a corpus linguistics course on in-service EFL teachers’ corpus literacy. Computer Assisted Language Learning-Electronic Journal23(1), 318-346.
  22. Nazari, M., & Molana, K. (2022). “Predators of emotions”: The role of school assessment policies in English language teachers' emotion labor. TESOL Quarterly, 57(4), 1226-1255.
  23. Derakhshan, A., & Nazari, M. (2022). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies, 1-20.
  24. Nazari, M., & Karimpour, S. (2022). The role of emotion labor in English language teacher identity construction: An activity theory perspective. System107, 102811.
  25. Golzar, J., Miri, M. A., & Nazari, M. (2022). English language teacher professional identity aesthetic depiction: an arts-based study from Afghanistan. Professional Development in Education, 1-21.
  26. Atai, M. R., Nazari, M., & Hamidi, F. (2022). Novice EAP teacher identity construction: A qualitative study from Iran. Journal of English for Academic Purposes59, 101162.
  27. Golzar, J., Miri, M. A., & Nazari, M. (2022). English teacher professional identity tensions across language schools and public universities. English as a Foreign Language International Journal2(5), 5-26.
  28. Nazari, M., Boustani, A., & Sheikhi, M. (2022). A case study of the impact of a teacher education course on two Iranian EFL teachers’ beliefs and practices about grammar teaching. Asian-Pacific Journal of Second and Foreign Language Education7(1), 1-19.
  29. Nazari, M., Mansouri, B., & Behzadpoor, S. F. (2022). ‘I think that I am fossilized’: Examining the role of tensions in a novice Iranian EFL teacher’s identity (re) construction and (re) negotiation. Second Language Teacher Education1(2), 137-157.
  30. Karimpour, S., Jafari, R., & Nazari, M. (2022). Exploring the role of religious ideology in English language teachers’ identity construction: A Community of Practice perspective. The Asia-Pacific Education Researcher, 1-10.
  31. Pourhassan, A., & Nazari, M. (2023). Teachers learn to use critical incidents as a professional development tool in teaching young English learners. Innovation in Language Learning and Teaching17(1), 32-46.
  32. Xodabande, I., & Nazari, M. (2023). Developments in teachers’ corpus literacy following a professional development course. Journal of Education for Teaching49(1), 167-170.
  33. Nazari, M., & Seyri, H. (2023). Covidentity: examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education46(3), 397-416.
  34. Nazari, M., Karimpour, S., & Ranjbar, M. (2023). Emotion labor as professional development work: Insights from teachers doing action research. TESOL Quarterly.
  35. Ershadi, F., Nazari, M., & Chegenie, M. S. (2023). Native speakerism as a source of agency-related critical incidents: Implications for non-native English teachers’ professional identity construction. System, 103182.
  36. Derakhshan, A., Karimpour, S., & Nazari, M. (2023). Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context. Journal of Multilingual and Multicultural Development, 1-15.
  37. Kamali, J., & Nazari, M. (2023). Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective. Journal of Multilingual and Multicultural Development, 1-15.
  38. Nazari, M., Karimpour, S., & Ranjbar, M. (2023). The ecology of language teacher assessment literacy: Insights from emotional critical incidents. Studies in Educational Evaluation78, 101285.
  39. De Costa, P. I., Karimpour, S., & Nazari, M. (2023). Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles. Applied Linguistics Review.
  40. Nazari, M., Karimpour, S., & De Costa, P. (2023). English language teachers’ emotion-bearing situations in a professional development course: a critical-ecological perspective. Journal of Multilingual and Multicultural Development, 1-15.
  41. Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System117, 103111.
  42. Nazari, M., Karimpour, S., & Ranjbar, M. (2023). “To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers. System118, 103128.
  43. Derakhshan, A., Karimpour, S., & Nazari, M. (2023). Interactional features in second language classroom discourse: variations across novice and experienced language teachers. Applied Linguistics Review.
  44. Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labor and identity construction: A community of practice perspective. Teaching and Teacher Education127, 104110.
  45. Derakhshan, A., Karimpour, S., & Nazari, M. (2023). “Most of us are not feeling well”: Exploring Iranian EAP practitioners’ emotions and identities. Ibérica, 45, 317-344.
  46. Nazari, M., Karimpour, S., & Xodabande, I. (2023). English language teachers’ emotion labor in response to online teaching: An interpretative phenomenological approach. Journal of Education.
  47. Nazari, M., Karimi, M. N., & De Costa, P. I. (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System112, 102972.
  48. Nazari, M., & Karimpour, S. (2023). “Teacher, Man Mitoonam…?”: Translanguaging and English language teacher emotion labor. Journal of Language, Identity & Education, 1-15.
  49. Nazari, M., & Alizadeh Oghyanous, P. (2023). Contributions of a genre-based teacher education course to second language writing teachers’ cognitions. Innovation in Language Learning and Teaching17(2), 265-277.
  50. Seyri, H., & Nazari, M. (2023). From practicum to the second year of teaching: examining novice teacher identity reconstruction. Cambridge Journal of Education53(1), 43-62.
  51. Nazari, M., De Costa, P. I., & Karimpour, S. (2023). The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective. Language Teaching Research.
  52. Nazari, M., De Costa, P. I., & Karimpour, S. (2023). Novice language teacher identity construction: Similarities, differences, and beyond. Educational Linguistics, 2(1), 1-28.
  53. Nazari, M., Karimpour, S., & Xodabande, I. (2023). English language teachers' maxims in evaluating materials: A case study from Iran. TESL-EJ27(2), 1-20.
  54. Nazari, M., & Karimpour, S. (2023). Emotions, perspectives, and English language teacher identity construction: A phenomenographic‚Äźnarrative study. International Journal of Applied Linguistics, 33(2), 150-168.
  55. Derakhshan, A., & Nazari, M. (2023). “I am fed up with the criticisms”: Examining the role of emotional critical incidents in a novice teacher’s identity construction. The Asia-Pacific Education Researcher32(4), 449-458.
  56. Karimpour, S., Moradi, F., & Nazari, M. (2023). Agency in conflict with contextual idiosyncrasies: Implications for second language teacher identity construction. Innovation in Language Learning and Teaching17(3), 678-689.
  1. Nazari, M., & Xodabande, I. (2022). English Language Teacher Well-Being and Professional Identity Construction: A Self-Determination Theory Perspective. In Teacher Well-Being in English Language Teaching (pp. 99-112). Routledge.
  2. Nazari, M., & Xodabande, I. (2022). Dynamics of Language Teachers’ Online Interactions as a Site for Building Collegial Identity. In Handbook of Research on Teacher Education: Pedagogical Innovations and Practices in the Middle East (pp. 337-354). Singapore: Springer Nature Singapore.
  3. Nazari, M., Karimpour, S., & Xodabande, I. (2024). Feedback as a Source of Emotion Labor in Language Assessment: A Critical Perspective. In Innovating Assessment and Feedback Design in Teacher Education (pp. 147-163). Routledge.

Esteem Measures

  • Junior Editorial Advisory Board of TESOL Quarterly
  • Editorial Board member of The Journal of AsiaTEFL
  • Top Student Researcher of Iran (2020), Selected by the Teaching English Language and Literature Society of Iran (TELLSI)

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